Professional Documents
Culture Documents
Braydon Webb
17506739
Contents Page
Title Page
Professional Justification
18-20
Appendix
Unit outline
Assessment schedule
20-34
Assessment task
Concept Map
Relational table
1
Lesson Plan (Pre-online Comparative Study)
Outcomes Students learn about: Students learn to: Learning and Teaching strategies Resources
Introduction
(10 min)
(5-7 mins)
H1 describes the Students will recap on: Students will recap on: Kahoot Quiz http://Kahoot.it
nature and justifies How are priority It is an overarching Students will complete a quiz on their ICT
the choice of for Australias syllabus review, platforms including tablet, laptop, of phone. This Username: bwebb
Australias health health identified? preparing students for quiz uses HSC styled question which help to recap Password: Lfclover1
priorities What are the HSC. Students will the on knowledge to prepare them for the Go to my kahoots, and select the
priority issues for only recap on already upcoming online comparative study and the titled quiz How are priority issues
H2 analyses and improving taught outcomes. lesson. for Australias health identified
explains the health Australias
status of Australians health?
in terms of current What role dose
healthcare play in
trends and groups
Australians
most at risk
health?
What actions are
needed to address
Australias health
priorities?
(3-5 min) Have students line up at the front of the classroom This is an excellent way to help
Grouping activity in the order of their birthday month. Using this students connect with each other.
appoint pairs in the order in which they stand. This Making them work together and
will help to create diverse groups as it is communicate is key to life after
commonly high achievers sit with high archivers school.
and low achievers with other low achieving peers.
This will help in the following activities.
2
Body (40 mins) This lesson will prepare students for the upcoming
Online comparative study. Mind map: On white board first
How to tackle long ask, what is looked for in a
response questions The first part of this assessment task is to help response. Refer them to
(10 mins) students recall on how to answer long response https://www.pdhpe.net/structuring-
questions. On white board the stamen what is extended-response/
looked for in a long response question will be in
the middle of the board. The teacher will refer to
the S.E.A.L. framework. This is:
S-Statement
E-Expand
A-Application
L-Link
3
Peer marking
activity.
(10 mins)
Multiple Choice
Question 21:
Question 22:
Question 23:
Question 24:
5
Question 25:
Question 26:
6
Question 27:
7
Question 28:
8
Question 29:
9
Post Lesson Plan (Post-Online comparative study)
This combines two lessons to be completed over two classes (120 mins)
Outcomes Students learn about: Students learn to: Learning and Teaching strategies Resources
Introduction (5 -10 This lesson will begin with a small discussion Students are required to bring
mins) on how students found the Online comparative their Worksheet filled in.
study. While marking the role, ask each
Brief discussion (5 student if they have completed their
mins) worksheet.
Grouping Activity
(2-3 mins)
Body (100 mins) Students will hand their peer who they were
grouped up with their answer sheet. They will
Marking Multiple All syllabus outcomes are mark each others:
choice and short touched on in the online Multiple choice
answer questions comparative study. Short answer
(15 mins) Students will be prompted to ask questions to
clarify specific information. This will help
give feedback on the more basic answers. The
H4 argues the case teacher will quote examples of content to give
for health promotion a different perspective on how to recall the
based on the Ottawa knowledge to answer the questions. This framework will be used to
Charter help students self-assess
answers.
S-Statement
Class marking Students will learn how to Students will be given a worksheet. This E-Expand
activity 1 (15 mins) evaluate work. This will begin worksheet has exam answers to the question A-Application
with a class marking activity. Argue the benefits of applying the Ottawa L-Link
On the white board the teacher Charter to ONE health promotion initiative Worksheet or visit
replicates the table in the (question 28 in the online comparative study) http://arc2.bostes.nsw.edu.au/as
worksheets with good sets/process/15320/2010/q22b_
elements and poor elements on Band 1/2 answer* b12_s3.pdf
10
each side. Each time a student
makes a comment the teacher Students will guide their marking using the
must force the student into S.E.A.L. Approach reviewed in the pre-lesson.
giving more detail http://www.boardofstudies.nsw.
Teacher will bring up the performance band on edu.au/syllabus_hsc/pdhpe-
overhead to help students with their marking pbd.html
Students will now in their pairs and guide questions they can ask about the
Activity 2: Pair mark a band 6. They will use answer. For example: dose the answer clearly
marking with class the marking guide to help them express ideas that demonstrate a thorough
discussion identify the good and poor understanding? http://arc2.bostes.nsw.edu.au/as
(15 mins) elements of the answer. sets/process/15320/2010/q22b_
This will end with a class discussion to review b56_s1.pdf
what they found. Teach will write on the board
S.E.A.L. and call upon students at random to
identify each area of this framework. Then the
teacher will give more insight if students have
missed anything
Activity 3: Solo Students will now work Students will undertake the same activity but
marking with class independently marking a mid- this time independently.
discussion ranged answer. They will use http://arc2.bostes.nsw.edu.au/as
(15 mins) above techniques to critic the sets/process/15320/2010/q22b_
answer and come together for b34_s1.pdf
a class discussion.
Activity 4/5: Now students have learnt how Encourage students to not be biased when
Marking your own to self-assess a PDHPE long marking their own work. Encourage students
work, Re-write your response answer, students are there is always room for improvement.
answer now asked to mark their own
(30 mins) work in relation to Question 28 Always have high expectations of your
or another question in the students, encourage them to get band 5/6
online comparative study. answers.
After marking and re-writing ask students to
compare their two answers. Ask them question
11
After marking, students will like: Did your answer improve? What do you
have the chance to re-write think of your first answer now? Does self-
their answer. assessing your own work make a difference?
12
Worksheet for post lessons
The next three activities will use the below Marking Criteria
13
Activity 2: In pairs break down a band 6 answer and fill in the able below. Highlight and annotate good/poor
elements.
14
Activity 3: Individuals mark a band 3/4 response. Highlight and annotate good/poor elements. Fill in the below table.
15
Activity 4: Now mark your own work! Mark your answer to this question in the online comparative study (question
28). List the good elements of your answer and the elements which could be improved.
16
Activity 6: Have your partner mark your New answer to Question 28. Compare it with your original question. Below
list the parts which improved most, and what else could be improved.
Activity 7 (homework): Use your self assessment skills to mark your other answers, and identify where you could
improve!
17
Professional Justification
Teachers need to ensure they are able to adapt their classrooms to the diverse needs of their students (Lyons,
Ford & Slee, 2014). The stage 6 syllabus outlines what main focus question and outcomes the students must
be taught in the duration of the course to complete their HSC. However, teachers are responsible for
providing students with tailored learning for their specific needs as all classroom are different. This
assessment task provides a pre-lesson, an online comparative study and two post lesson which are designed
to provide students with the best possible chance of successfully completing their PDHPE HSC exam. This
personal justification will outline the different teaching methods and models which were used to determine
Pre-lesson
Both the pre and post lessons involve some form of cooperative learning. A study by Brought and colleagues
(2010) assessed the benefits of paring students by ability which was used in both the pre and post lesson.
The study found that when paring low quartile students with the higher quartile students, the low quartile
students performed better than when working alone. This also helps to create an inclusive classroom by
getting all students interacting with one another regardless of their social circles outside the classroom.
It is important to scaffold learning in the simplest way possible. The pre-lesson is a good recap on a
scaffolding technique used by students to help them answer short answer and extended response questions.
The S.E.A.L. (Statement, Expand, Application, Link) approach is used in guidance with the zone of
proximal development to help narrow the gap of what students need guidance with and what they can do
independently (Verenikina, 2008). This approach helps make questions seem more basic and can help guide
The online comparative study is clearly an activity for preparing students specifically for the HSC. The
Comparative study begins with a video about the PDHPE exam and what students should expect and how
they can best answer questions. This puts the online comparative study into content for students as a tool of
18
revision. The study is complied with past PDHPE HSC papers from 2008 to 2015. These are used as they
are the sort of themes that will be tested in the exam and also students can become more familiar with the
As stated the study begins with a video about PDHPE exams but also has other videos in the study. Learners
are diverse and all have different ways of learning including Visual, Audio and kinaesthetic. While being
limited to an ICT platform it is important to try and cover as many of these learners as possible which is why
the videos are used. These satisfy the visual and audio learns which can increase their learning outcomes
Post lesson
Blooms taxonomy is a framework which is applied to teaching to help move students away from the bottom
end of the scale knowledge to the high end including analysis, synthesis and evaluation. Knowledge requires
students to only recall specific information, without any high cognitive processes taking place. In this
assessment it aims to move students up the blooms taxonomy to evaluation. This required students to make
judgements about the value of materials and methods for a given purpose. While this is used throughout the
assessment it is easy to see its application in the post lesson as it requires students to make judgements about
other peoples work, including their own and to use this as a guidance to improving their learning.
As the blooms taxonomy requires students to make judgement about their own work, this causes students to
engage in self-assessment. Self-assessment is an excellent way for students to identify where they went
wrong or right in answers to help reproduce higher quality work (SELF*ASS). This begins with teacher
guided learning with students completing a self-assessment activity as a class. Teacher guided learning is a
good way to introduce something new to students before letting them interact with this new knowledge and
skills (Barnett & Francis, 2012). This then moves a more student centred approach. Edwards article helps
reinforce the self-assessment learning experience stating that self-grading, especially of homework, does
accrue some significant benefits(2008). Students obtain instant feedback without having to wait for the
19
teacher to mark their work. Edward also explains that students critique their own work become more critical
of their writing and this creates internal motivation for them to answer questions better. The core to these
lessons are building self-evaluation skills, which is important for students as it allowed them to give internal
feedback and also interpret that feedback more effectively (Buck & Trauth, 2009)..
As mentioned student centred earning is used in this assessment. Student centred learning is important for
the development of communication and collaborative skills, students learn to ask and answer question
independently and students are more interested in learning activities (Concodia Online Education, 2012).
Learning is always about the students which is why it is important for lessons to be student centred.
Conclusion
It is always important to first consider the needs of your students before creating lessons, unit outlines,
assessment tasks and homework activities. A teacher should always put the students needs first and this
should influence their teaching pedagogy to push all HSC students towards a band 6. It is vital you not only
nurture your gifted students but push you lower quartile students up the bands for their own benefit. Overall
this assessment as tried to implement a variety of different techniques to try and improve student
References
Buck, G. A., & Trauth-Nare, A. E. (2009). Preparing teachers to make the formative assessment process
intergral to science teaching and learning. Journal of Science Teacher Education, 20(5), 475-494.
doi:10.1007/s10972-009-9142-y
Barnett, J. E., & Francis, A. L. (2012). Using higher order thinking questions to foster critical thinking: a
Braught, G., MacCormick, J., & Wahls, T. (2010). The benefits of paring by Ability. Dickson College.
http://users.dickinson.edu/~jmac/publications/ability-pairs-sigcse2010.pdf
20
Concodia Online Education. (2012). Which is best: Teacher-Centered or Student-Centered Education? 16-
centered-or-student-centered-education/
Lyons, G., Ford, M., & Slee, J. (Eds.). (2014). Classroom management: Creating positive learning
Verenikina, I. (2008). Scaffolding and learning: its role in nurturing new learners. UOW research online,
236-246. http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1043&context=edupapers
21
Appendix
UNIT OUTINE
Module title: Health Priorities in Australia Timing and Length: 36 hours 36 lessons 1 hour a lesson
Module aim: The aim of core 1 is to develop students capacity to think critically about the key issues related to health and physical activity the compulsory module examines the health
status of Australians and investigates priority areas in Australian health. Students identify and justify the choice of priority issues and examine the roles that the health system and health
promotion play in achieving better health for the Australian population.
Content links: Is an extension of preliminary PDHPE core: Better health for individuals. Key competencies:
Focus Question: How are priority issues for Australias health identified?
measuring health status critique the use of epidemiology to describe health Use mind map activities to monitor students ongoing
role of epidemiology status by considering questions such as: attainment of lesson outcomes. Collect these mind maps
measures of epidemiology (mortality, infant what can epidemiology tell us? to assess were students are in terms of learning
mortality, morbidity, life expectancy) who uses these measures? outcomes. Mind map activity could also be a refresher to
do they measure everything about health help them retain information from Core 1 preliminary.
status? Get students to submit one or two sentences identifying
main point of a lesson. For example answer questions
like: What syllabus outcome was achieved in todays
identifying priority health issues use tables and graphs from health reports to analyse lesson.
social justice principles current trends in life expectancy and major causes of Get students to hand in worksheets filled in for marking
priority population groups morbidity and mortality for the general population and feedback. For example, a worksheet helping students
prevalence of condition and comparing males and females identify mortality, morbidity, life expectancy, etc.
potential for prevention and early intervention Have students submit an online paragraph outlining what
the costs to individuals are and how this can effect health
costs to the individual and community argue the case for why decisions are made about care.
health priorities by considering questions such as:
22
how do we identify priority issues for Australias Summative assessment:
health?
Have students complete a mini exam type essay question
what role do the principles of social justice play? in class to determine where their achievement level is.
why is it important to prioritise?
Focus Question: What are the priority issues for improving Australias health?
groups experiencing health inequities research and analyse Aboriginal and Torres Strait Formative assessment:
Aboriginal and Torres Strait Islander peoples Islander peoples and ONE other group experiencing
Use mind map activities to monitor students ongoing
socioeconomically disadvantaged people health inequities by investigating:
attainment of lesson outcomes. Collect these mind maps
people in rural and remote areas the nature and extent of the health inequities to assess were students are in terms of learning
overseas-born people the sociocultural, socioeconomic and outcomes. Mind map activity could include having a
environmental determinants
the elderly priority area in the middle with the nature of the
people with disabilities the roles of individuals, communities and problem, trends, risk factors, etc. Being around the
governments in addressing the health inequities question
Get students to submit one or two sentences identifying
high levels of preventable chronic disease, injury main point of a lesson. For example, answer questions
and mental health problems research and analyse CVD, cancer and ONE other like: What syllabus outcome was achieved in todays
condition listed by investigating:
cardiovascular disease (CVD) the nature of the problem
lesson.
cancer (skin, breast, lung) Get students to hand in worksheets filled in for marking
extent of the problem (trends) and feedback. For example, the different factors of why
diabetes risk factors and protective factors ATSI are a group that experiences inequity.
respiratory disease the sociocultural, socioeconomic and Have students submit an online paragraph outlining what
injury environmental determinants the impact of the aging population using the health
mental health problems and illnesses groups at risk system, health services workforce, carers for the elderly
and volunteer organisations to guide answer.
assess the impact of a growing and ageing Summative assessment:
a growing and ageing population population on:
healthy ageing the health system and services Have students complete a paper over a few lesson to
increased population living with chronic disease health service workforce answer the focus question What are the priority issues
and disability carers of the elderly for improving health? This can focus on more than one
demand for health services and workforce volunteer organisations. syllabus outcome.
shortages
availability of carers and volunteers.
Focus Question: What role do health care facilities and services play in achieving better health for all Australians?
Focus question: What actions are needed to address Australias health priorities?
health promotion based on the five action areas of argue the benefits of health promotion based on: Formative assessment:
the Ottawa Charter individuals, communities and governments Use mind map activities to monitor students ongoing
levels of responsibility for health promotion working in partnership
attainment of lesson outcomes. Collect these mind maps
the benefits of partnerships in health the five action areas of the Ottawa Charter to assess were students are in terms of learning
promotion, eg government sector, non-
outcomes. Mind map activity could include the Ottawa
government agencies and the local community
charter and identifying the 5 areas.
how health promotion based on the Ottawa investigate the principles of social justice and the Get students to submit one or two sentences identifying
Charter promotes social justice responsibilities of individuals, communities and
main point of a lesson. For example, answer questions
the Ottawa Charter in action governments under the action areas of the Ottawa
like: What syllabus outcome was achieved in todays
Charter
lesson.
Get students to hand in worksheets filled in for marking
and feedback. For example, scaffolding for assessment
task and fill out a worksheet that analyses an initiative.
24
critically analyse the importance of the five action Have students submit an online paragraph outlining what
areas of the Ottawa Charter through a study of TWO the impact of the different levels of health promotion
health promotion initiatives related to Australias based on individuals, communities and governments.
health priorities Summative assessment:
If possible, get a supervisor teacher to sit in on lesson and give feedback on the above questions
A detailed scaffolding sheet has been provided for the Group presentation in the lead up to assessment task in The assessment task has been designed for gifted and talented
assessment to help students who struggle/ELA students. pre-lesson is a good example on how to get everyone students to answer with more depth in their answers. The use of
Breaks content down so they can submit a sound involved. Also the unit outline has a lot of pair learning terms such as recommendation is a more advanced verb which
assessment task. Keeps them involved and guides their activities. These promote everyone being actively requires students to provide reasons why they chose something.
learning. participating throughout the unit This is an example of how this unit helps bring the best out in
these individuals.
25
PDHPE stage 6 HSC Term 4 (year 11) Core 1
1 2 3 4 5 6 7 8 9 10
H1 describes the nature and justifies the choice of Australias health priorities H5 explains the different roles and responsibilities of individuals, communities and governments in
addressing Australias health priorities
H2 analyses and explains the health status of Australians in terms of current trends and groups
most at risk H14 argues the benefits of health-promoting actions and choices that promote social justice
H3 analyses the determinants of health and health inequities H15 critically analyses key issues affecting the health of Australians and proposes ways of working towards
better health for all
H4 argues the case for health promotion based on the Ottawa Charter
H16 devises methods of gathering, interpreting and communicating information about health and physical
activity concepts.
Focus Outcomes
How are priority issues for Australias health What are the priority issues for improving What role do health care facilities and services What actions are needed to address Australias health
identified? Australias health? play in achieving better health for all Australians? priorities?
Assessment
Threshold Concepts
Students learn about the different health priority Students learn about the different groups that Students learn about the health care system in Using the Ottawa charter students will learn how to
issues that currently plague Australias health.it experience health inequalities and the reasons Australia and alternative health care approaches. improve health using this world wide framework to guide
will teach students how to identify priority health why they have poorer health. This will outline the change and analyse existing interventions.
issues. major diseases that plague Australian society.
In this module, students learn how health can be promoted by personal and community action Collecting, analysing and organizing
and by policies and services at all levels of responsibility. The module introduces concepts of Communicating ideas and information
health inequities in Australia that are further explored in the options module Equity and Planning and organising
Health. Working with others
Using mathematical ideas and techniques
Using technology
Solving problems
26
Assessment Handbook PDHPE
Name of unit Heath priorities in Factors Affecting Improving performance Sports Medicine
Australia performance
Task Report on Health Half Yearly exam Training program for a Essay question
promotion initiative case study
Outcomes H1, H, H3, H4, H5, H7, H8, H9, H10, H11, H7, H8, H9, H10, H16, H8, H13, H16, H17
H6, H16, H17 H16, H17 H17
Influencing personal
and community health
Taking action to
improve participation
and performance in
physical activity
Marks 30 30 20 20 100
27
Assessment Task for Stage 6: HSC Core 1
Subject: PDHPE Topic: HSC Core 1:
Task Description:
The task you will be completing will critical analysis one of the following Nation health priority area in Australia and
answer questions in relation to the topic of your choosing
1. Cardiovascular Disease
2. Respiratory Disease
3. Injury
4. Cancer (breast, skin, lung)
5. Diabetes
6. Mental health problems and illness
Question 1: Using current research analyse the key determining factors that contribute to your chosen health
priority area and the population groups it heavily impact (5 Marks)
Question 2: Find and give a detailed description of a health promotion imitative in relation to your chosen priority
area. Analyse how this initiative utilises the five action areas of the Ottawa Charter. Provide examples for each
section. (10 Marks)
Question 3: Analyse THREE and explain the roles and responsivities of key stake holders in the initiative. (10
Marks)
i) Federal government
ii) State government
iii) The community
iv) The individual
v) Non-Government agencies
Question 4: Using the evidence you have gathered, make a judgment whether this is a successful initiative. Justify
your answer with examples how it is successful (research of decrease in fatalities), or recommendations on how it
could be improved. (5 Marks)
28
Assessment Criteria:
Your task will be marked according to your ability to:
Critically analyse a health priority area from the chosen list including
a. Roles of epidemiology, Mortality, infant mortality, morbidity, life expectancy
b. Priority Population Groups
c. Prevalence of condition
d. Potential for prevention and really intervention
Critically analyse the importance of the five action areas of the Ottawa Charter though health promotion initiative
a. Developing person skills
b. Building Healthy public policy
c. Creating supportive environments
d. Strengthen community action
e. Re-orientating health care services
Argue the success or failure of the chosen initiative in relation to the chosen health priority area
a. Use current research to reinforce ideas and opinions
b. Uses examples to justify answer
c. Uses 2 references when recommending ways to improve the initiative
Critical Analysis Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning,
reflection and quality to (analyse/evaluate)
Proposal / Propose Put forward (for example a point of view, idea, argument, suggestion) for
consideration or action
Students are required to uses at least FIVE difference references when completing this assessment. Each reference
must be of academic value such as a government website, textbook or article found online to help support judgments
and conclusions.
1500-2000-word limit. Anything above or below will lose 10% for every 100 words
29
Question 1
Mark Criteria
5 Provided an in-depth description of chosen Health priority area using research to determine the
factors that contribute to this area
4 Provides a good description of chosen health priority area using relevant research to determine the
factors that contribute to this area
3 Provides a sound description of chosen health priority area. Uses limited research
2 Provides very basic description of chosen health priority. Fails to use current research
1 Fails to provide a description of health priority area
0 No attempt
Teachers comments:
Question 2
Mark Criteria
9-10 Uses the five action areas in the Ottawa charter and analyses initiative using these five action areas.
Give examples for each area of how it did/didnt not use each area of the Ottawa charter
7-8 Uses the five action areas in the Ottawa charter and analyses initiative using these five action areas.
Give some examples for each area of how it did/didnt not use each area of the Ottawa charter
5-6 Uses the five action areas in the Ottawa charter. Give some examples for each area of how it
did/didnt not use each area of the Ottawa charter
2-4 Uses some of the action areas in the Ottawa charter. Give no examples, just describes the area and
fails to make a real connection to the initiative
0-1 No attempt, or only describes a few Ottawa charter action areas and doesnt connect to initiative.
Teachers comments:
Question 3
Mark Criteria
9-10 Analyse three key stake holders in the initiative and outlines their roles and responsibilities
in the initiative. Uses examples to provide insight
7-8 Analyse three key stake holders in the initiative and outlines their roles and responsibilities
in the initiative. Uses some examples to provide insight
5-6 Describes Analyse three key stake holders in the initiative and outlines their roles and
responsibilities in the initiative. Fails to use valuable examples
2-4 Describes three key stake holders in the initiative and outlines their roles and
responsibilities in the initiative. No examples provided to give insight
0-1 No attempt or gives very brief answer to the question
Teachers comments:
Question 4
Mark Criteria
9-10 Creates an outstanding argument to why the initiative is/is not successful. Uses good examples and
research to justify answer
7-8 Creates a sound argument to why the initiative is/is not successful. Uses examples and research to
justify answer
5-6 Creates an argument to why the initiative is/is not successful. Uses some examples and limited
research to justify answer
2-4 Fails to Creates an argument to why the initiative is/is not successful. Uses no or very limited
examples. Fails to use research to reinforce ideas.
0-1 No attempt or gives very brief answer to the question
Teachers comments:
Overall Mark
Overall comments:
30
Unit Map
31
Hard copy Online comparative study
*Have students watch video activity at school before online comparative study*
32
33
Relational table
HSC paper Link
2007 http://www.boardofstudies.nsw.edu.au/hsc_exams/exam-papers-
2007/pdf_doc/PDHPE-07.pdf
2009 http://www.boardofstudies.nsw.edu.au/hsc_exams/hsc2009exams/pdf_doc/2009-
hsc-pdhpe.pdf
2010 http://www.boardofstudies.nsw.edu.au/hsc_exams/hsc2010exams/pdf_doc/2010-
hsc-exam-pdhpe.pdf
2014 http://www.boardofstudies.nsw.edu.au/hsc_exams/2014/pdf_doc/2014-hsc-
pdhpe.pdf
34